Baker, Jodi2020-01-102020-01-102018-11https://hdl.handle.net/11299/211312University of Minnesota Ph.D. dissertation. November 2018. Major: Education, Curriculum and Instruction. Advisor: Lori Helman. 1 computer file (PDF); xii, 350 pages.Writing enhances learning and is recognized as being essential; however, writing is neglected in research, teacher preparation and in classrooms. According to the National Assessment of Educational Progress, the majority of students are not proficient at writing. Teachers are often uncomfortable teaching writing because of its complexity, because they lack support or expertise, or because they are not writers themselves. Teachers who identify as writers can bring their knowledge about writing into the classroom. The focus of this study was to deeply understand the pedagogy of a 6th grade teacher-writer. Through seven weeks of daily participation and observations during writing instruction, ethnographic methods were employed to explore how an elementary teacher-writer teaches writing, how an elementary teacher’s writing identity impacts writing instruction and influences student writers, and how identifying as a writer contributes to a teacher’s ability to navigate multiple writing discourses to make informed pedagogical decisions. Prominent themes revealed that the teacher-writer’s instruction honored students’ agency and empowerment, embraced vulnerability, and incorporated reflective practice. The teacher-writer negotiated standards, district curriculum, literacy experts’ theories, students’ needs, and her own writing experiences. Based on the teacher’s dynamic pedagogy, I define a new term, “writing capital,” as the knowledge, experiences, and embodiment teacher-writers draw upon to plan and teach writing. Students identified strongly as writers and named their teacher’s writing and writing identity as influential factors. This study contributes to growing interest in how teachers’ writing identities impact writing instruction and students’ writing identities. Results suggest that teacher preparation programs and professional development should incorporate opportunities for educators to explore and develop writing identities, and writing curriculum should include opportunities for teachers to share their writing and writing lives with students.enEquityIdentityReflectionTeacher-writerVulnerabilityWritingThesis or Dissertation